Teach Middle East Magazine Sep - Dec 2020 Issue 1 Volume 8 | Page 32

Sharing Good Practice
FORGET SAMR, RAT OR TPAK,
TECHNOLOGY INTEGRATION IS ABOUT WHY
BY GEORGE STOKES
O
ver the last decade, a
number of models have been
created to assist teachers in
integrating technology into
schools. With so many acronyms to
remember, it could be a daunting task
for someone attempting to embed
new technology into their schools. In
an attempt to demystify the process,
we’ll examine the following models:
SAMR (Substitution Augmentation
Modification Redefinition) Model
RAT (Replacement, Amplification,
Transformation) Model
TPACK (Technological Pedagogical
Content Knowledge) Framework
SAMR Model (Substitution,
Augmentation, Modification,
Redefinition)
Created by Dr. Ruben Puentedura,
SAMR claims to support and guide
teachers to design, develop, and
infuse digital learning experiences
that utilize technology. While in an
attempt to make sense of the model in
his own way, Jonathon Brubaker uses
the analogy of ordering a coffee from
a cafe to explain the different stages.
Here we take a closer look at each of
the different stages in more detail:
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Substitution
At the substitution stage, technology
is directly substituted for a more
traditional one. It is a simple, bare
bones, direct replacement. For
example, you might use an electronic
or web-based version of the document
you are working on instead of a hard
copy. Students might also answer
questions digitally, instead of filling out
a worksheet. Substitution might also
include a student using technology to
present their work to the class.
Augmentation
Here, the technology is again directly
substituted for a traditional one, but
with significant enhancements to the
student experience. The technology
increases or augments a student's
learning in some way.
Modification
Modification represents a significant
functional change in learning, and
some technologies can offer this if
applied appropriately. Blogging for
example, provides students with a
potentially very large audience for
their writing. Previously, essay writing
was for an audience of one - the
teacher/assessor. Now the affordances
Class Time
of blogging can gain large audiences
who are often willing to comment and
feedback on the quality, significance
and meaning of the post. The results of
a number of research studies suggest
that students tend to raise their games,
and write more concisely, accurately
and circumspectly, researching and
editing their blog posts to maximise
their work.
Redefinition
The Redefinition stage is the moment
where technology is irreplaceable, the
moment where brand new possibilities
and tasks, open for teachers and
learners. Redefinition is characterised
by the use of technologies that
radically redefine one or more
aspects of learning. To be featured
in this category, technology should
create learning opportunities that
were previously unattainable or
even unthinkable. The capabilities of
technology to provide students with
their own platform, has prompted an
exponential rise in user generated
content. Learning through making
was always an option in the traditional
classroom, but learning through
making that can be interactive,
reiterated, linked and connected
to
other
artifacts,
embedded
and repurposed, and generally
propagated across a variety of media,